Using Social-Emotional Learning Strategies to Impact Undergraduate Students’ Cognitive and Affective Engagement with Climate Change

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APA

Saroya, T., & Buck, G. A. (2025). Using Social-Emotional Learning Strategies to Impact Undergraduate Students’ Cognitive and Affective Engagement with Climate Change. Journal of Research in Didactical Sciences, 4(1), 21-41. https://doi.org/10.51853/jorids/16253

Vancouver

Saroya T, Buck GA. Using Social-Emotional Learning Strategies to Impact Undergraduate Students’ Cognitive and Affective Engagement with Climate Change. Journal of Research in Didactical Sciences. 2025;4(1):21-41. https://doi.org/10.51853/jorids/16253

AMA

Saroya T, Buck GA. Using Social-Emotional Learning Strategies to Impact Undergraduate Students’ Cognitive and Affective Engagement with Climate Change. Journal of Research in Didactical Sciences. 2025;4(1), 21-41. https://doi.org/10.51853/jorids/16253

Chicago

Saroya, Tajinder, and Gayle A. Buck. "Using Social-Emotional Learning Strategies to Impact Undergraduate Students’ Cognitive and Affective Engagement with Climate Change". Journal of Research in Didactical Sciences 2025 4 no. 1 (2025): 21-41. https://doi.org/10.51853/jorids/16253

Harvard

Saroya, T., and Buck, G. A. (2025). Using Social-Emotional Learning Strategies to Impact Undergraduate Students’ Cognitive and Affective Engagement with Climate Change. Journal of Research in Didactical Sciences, 4(1), pp. 21-41. https://doi.org/10.51853/jorids/16253

MLA

Saroya, Tajinder et al. "Using Social-Emotional Learning Strategies to Impact Undergraduate Students’ Cognitive and Affective Engagement with Climate Change". Journal of Research in Didactical Sciences, vol. 4, no. 1, 2025, pp. 21-41. https://doi.org/10.51853/jorids/16253